Preschool Science Research Articles

“I woke up to science”: Teacher narratives of growth in a culturally sustaining preschool STEM program

The study reported in this paper was conducted as part of a collaborative research project designed to develop a culturally sustaining approach to science, technology, and engineering education in preschool classrooms. Readiness through Integrative Science and Engineering (RISE) is an integrated approach to providing professional development support to Head Start teachers. Our strengths-based sociocultural approach is centered on best practices in preschool science, technology, and engineering (STE) pedagogy and intentional engagement of families through a home-school connections (HSC) perspective. Two forms of narrative analysis were integrated to generate multidimensional profiles of teachers that were then categorized into three groups representing variation in the teachers’' pathways to understanding and appropriating the RISE approach.

Toward assessment for playful learning in early childhood: Influences on teachers' science assessment practices

AbstractIn many countries, play is the vehicle for teaching and learning, requiring early childhood teachers to recognize and assess children's demonstrations of knowledge and capabilities as they are displayed during play. In the context of science learning, assessing what children know already, referred to as “assessment for learning,” equips teachers with the knowledge required to make purposeful decisions during these playful experiences and guide children's science process skill development while following their interests. Consistent evidence since the introduction of national quality standards in Australia has identified a need to strengthen teacher capabilities in assessment. This research investigated teachers' assessment practices, and the influences on these practices, during the implementation of a suite of playful science experiences in long day care and preschool settings in the Northern Territory (NT), Australia. Teachers were introduced to the NT Preschool Science Games and were supported to apply an assessment tool designed for the observation and development of science process skills. Adopting a multiple case study approach, semistructured interviews from three cases were thematically analyzed. Our findings demonstrate that despite having specific tools to support assessment for learning these were inconsistently applied. Thematic analysis of semistructured interviews revealed that assessment practice was influenced by contextual influences, affective responses and teaching practice. Unpacking these themes further, we identified that following children's interests was associated with the absence of systematic assessment of scientific thinking to inform planning for learning within the informal curriculum. To support teacher practice in early childhood science, and promote the assessment of children's capabilities within playful learning, we propose a model of Assessment for playful learning.

EXPERIENCE IN PRESCHOOL SCIENCE TEACHING IN SERBIA AND GERMANY DURING PANDEMIC

During the pandemic of COVID-19, preschool teachers had to adapt to the novel teaching challenges of online communication with children and parents. In this study, the effect of pandemic to the preschool science teaching was evaluated from the perspective of preschool teachers in Serbia and Germany. The research was conducted from May to August 2021 and included 90 examinees. For the purpose of this survey, a questionnaire with 19 open- and closed-ended questions was constructed. The results showed that in the organization of educational practice in distant science activities there was no significant difference in kindergartens in Serbia and Germany. German preschool teachers had more postitive perception of their digital competencies compared to their colleagues from Serbia. The comparative analysis of parent engagement, as intermediaries in the realization of educational tasks, showed that in both countries the parents were equally willing to cooperate, but the tasks were more regularly completed with German parents. It was concluded that, although there were certain differences, preschool teachers in both countries shared similar experiences from the times of pandemic.

Science at the center: Meaningful science learning in a preschool classroom

AbstractEven though children are natural scientists, many preschools isolate and limit science, which can cause children to miss out on valuable learning experiences and school readiness skills. Additionally, minimizing science at the preschool level fails to set a solid foundation for K‐12 science education. In this single case study, we focused on the experiences and daily work of one constructivist‐oriented preschool teacher who utilized science‐based guided play and emergent curriculum as vehicles for important aspects of preschool learning. Findings demonstrate that with careful planning and intention, science can be utilized as a context for nonscience preschool learning objectives outlined by the National Association for the Education of Young Children, such as socioemotional development and early literacy. Further, being purposeful about taking up children's ideas about science can lead to rigorous engagement in the three dimensions of science found in the A Framework for K‐12 Education as well as the Nature of Science. What is notable in this case study is that the teacher did not fundamentally alter her instruction, nor did she take up a prescribed science curriculum; rather, she utilized children's science noticings and wonderings about the world to build meaningful learning experiences. In this way, we see the efforts and outcomes of this teacher being attainable by other preschool teachers. From these findings, we put forward the Integrated Preschool Science Framework that can be used by researchers and teacher educators to think more deeply about how placing science at the center of preschoolers' learning can provide rich opportunities for supporting preschools in multiple learning domains.

A Research on The Views and Proficiency of The Students in The Department of Child Development (Preservice Preschool Teachers) About Science Activities Preschool Education

In this study, it is aimed to examine the attitudes and competencies of associate degree child development department students (Preservice Pre-School Assistant Teacher) on science activities applied in pre-school education. The research is a case study from qualitative research designs, and the data of the research were collected from 10 second-year students studying in the associate degree Child Development Department of a university in the Eastern Black Sea Region in the 2017-2018 academic year. A semi-structured interview form and semi-structured observation form were used as data collection tools, and content analysis was used in data analysis. To the result of the research, the preservice preschool assistant teacher acted according to the planning, implementation, and evaluation stages while applying the preschool science activities. However, it was observed that their planning, implementation, and evaluation were not sufficient. They were quite deficient in terms of content knowledge, and they always used the same teaching method. In addition, it was seen that their highest expectations were in the direction of content knowledge, application, and material support.

Parent Involvement in Pre-school Science Activities: What Do Parents Think About It?

This study aimed to investigate parents' views about science and parent involvement in pre-school science activities. According to Cresswell's designs' sequential explanatory mixed-method design, the study was conducted. The participants were composed of parents of 39 children (60-72 months) who studied in two different classrooms, there were 20 children in one of the classrooms, and there were 19 children in the other classroom at a public pre-school in Ankara/Turkey in 2015-2016 school year. The Parents' Views about Science and Preschool Science Activities Scale and semi-structured interviews were used to collect data. In addition, semi-structured interviews were conducted with three volunteer parents, each from the parents who got high, medium, and low average scores from the scale. Thus, parents' views about science and parent involvement in pre-school science activities were examined in detail. According to the results of this study, it was determined that the parents who participated in this study had positive views on science and science education in pre-school, realized the importance of science activities in pre-school, were eager to participate in pre-school science activities. Therefore, this study suggests that teachers and parents should be informed that parents' involvement is essential for doing science activities in pre-school.

The Year of science and technology in preschool

The Year of science and technology in preschool

Gamification in preschool science education

Over the last few years, rapid technological progress has developed our lives in all areas. The adoption of technology in the everyday lives of both adults and children through smart mobile devices has led to the foreseeable integration of digital tools in the educational process. Smart mobile devices and the applications that accompany them have been proven effective in the educational field since they allow students to acquire knowledge through activities with an interactive and playful character. A technique that has gained popularity among technology users in the last decades is gamification. Gamification combines mechanisms and elements of games, enhancing students' learning, motivation, and interest in various educational fields, such as mathematics and science. The usage of game elements in education is not encountered for the first time due to the spread of gamification in technology, but it has been mentioned since the early ancient Greek years. However, technology has reinforced gamification through components and techniques that provide students with all the necessary supplies leading to positive learning outcomes. This bibliographic review presents the literature findings on gamification through smart mobile devices in science teaching in preschool education.

Are preschoolers expected to learn difficult science constructs? A content analysis of U.S. standards

In the current paper, we report on the recommendations for preschool science put forward in the educational standards of U.S. states. Our focus was specifically on whether educational standards recommend abstract science constructs—constructs that are difficult to learn. In Study 1, we focused on science constructs related to inquiry (i.e., activities geared towards the generation of scientific knowledge). And in Study 2, we focused on science constructs related to facts (i.e., established scientific knowledge). In each study, we developed a coding scheme to distinguish between concrete and abstract constructs and then determined the relative prevalence of each. Our findings show that preschoolers are indeed expected to learn abstract science constructs. At the same time, educational standards varied considerably across U.S. states. Implications for the field of early science learning are discussed.

Science starts early: A literature review examining the influence of early childhood teachers’ perceptions of gender on teaching practices

Women are underrepresented in science fields as compared to men and although much research has been dedicated to understanding this disparity, most has been conducted on older aged children. However, this excludes the youngest and arguably most impressionable group of students: preschoolers. This study reviewed the literature to investigate how early childhood teachers’ perceptions of gender influence their teaching practices. Qualitative analysis and coding of 31 articles resulted in five main categories: Teacher Perception, Curriculum, Teacher Interactions, Gender Identity, and Social Standing. Results are discussed in the context of early childhood science teaching practices to better understand the role of the teacher and gender bias in young children’s preschool science experiences and how it may impact their future science interests.

From swings, through physics, with pendulums, to gendering: Re-turning diffractive analyses on science and gender in preschool

In this paper we re-turn (Barad, 2014) parts of the diffractive analyses conducted in a research project on science and gender in preschool (Günther-Hanssen, 2018, 2020; Günther-Hanssen, Danielsson, & Andersson, 2020). In our first re-turning, we explore how a swing and scientific phenomena in the data co-created the knowledge construction in entanglements with the researcher. To do this, we engage with how embodiment and re-actualized experiences of swinging came to matter. We then re-turn how certain events in the data are always part of other events, both in time and space. For this task, we elaborate with writing different situations from the data through one another. As we continue re-turning the analysis, new diffraction patterns emerge with each turn. By the end of the paper, our diffractive writings and readings have been re-turned into explanations of how pendulums can be used to think-with and approach gendering in preschool

Emergent chemistry The development of abstract thinking in preschool science education

Emergent chemistry The development of abstract thinking in preschool science education

Exploration of PYP Practitioner Preschool Teachers’ Science Teaching Practices: The Effect of Pedagogical Beliefs

Abstract Introduction: The aim of this study was to investigate PYP practitioner preschool teachers’ science teaching practices in terms of their pedagogical beliefs. Methods: In this mixed method study, the quantitative data were first collected and analyzed, and then the qualitative data were collected and detailed. Accordingly, Pedagogical Belief Systems Scale (PBSS) was first implemented to 39 preschool teachers. Then, teachers were selected based on their scores from PBSS and included in the qualitative data processes. Data sources in this study are PBSS, Science Teaching Construction Task (STCT) and Classroom Observations. On the other hand, data analysis consisted of three steps. In the first step, quantitative data analysis was performed. Qualitative data analysis was performed in the second and third steps. In the first step of the qualitative data analysis, inductive content analysis was performed based on the constant comparative method on the responses of the teachers in the lower and upper groups to eight questions in STCT. Then, teachers’ science teaching practices in their own classrooms were analyzed through analytic rubric and enriched with field notes Results: The results revealed that PYP practitioner preschool teachers had child-centered pedagogical beliefs. They also performed science teaching activities based on question-answer and deliberative interactions representing child-centered orientation, independently of their pedagogical beliefs. Discussion: According to the results in this study, the quality of PYP practitioner preschool teachers’ theoretical orientations and practical applications for science teaching was independent of their pedagogical beliefs. However, preschool teachers with high pedagogical beliefs put more emphasis on inquiry in their theoretical conceptualizations about science teaching. Limitations: The most important limitation in this study is the population. The first limitation occurs because PYP practitioner preschool education institutions were very limited in Istanbul; PYP practitioner preschool teachers were difficult to reach. The second limitation is that this research relied on only teachers’ self-reported views and practices. Conclusion: Findings in this study is important in terms of describing the quality of preschool science teaching in the context of PYP and how teachers’ pedagogical beliefs serve it. Hence, based on the results obtained in the study, it was revealed that PYP practitioner preschool teachers were generally based on child-centered teaching and tended to use inquiry-based pedagogical strategies.

An Analysis of the Views of Parents with Preschool Children in Relation to Science and Preschool Science Activities

Although much is known about children and teachers' attitudes towards science and science activities, considerably less is known about what parents believe about them. Parents' attitudes towards science and science activities are as important as teachers' role in influencing children’s achievement in science. In this study, parents’ views towards science and preschool science activities were investigated as to different variables. In this regard, descriptive research method was used in the study, which was conducted with 442 mothers (383) and fathers (59) with children aged between 3 and 6 years and attending preschool. ‘The Parents' Views about Science and Preschool Science Activities Scale (PaVSPeSAS)’ developed by Sahin, Uludağ, Gedikli, and Karakaya (2018) demographic information form developed by the researcher was used as the data collection tools in the study. Since the data were collected during the COVID-19 pandemic process, they were obtained by sharing with parents the scale link prepared on the online platform. The results showed that parents’ gender, age, educational background, the amount of time spent with children for kitchen activities have impacts on parents’ different views regarding science content.

The Quality of Teacher–Child Interactions during the Enactment of Playful Science Games in Preschool

ABSTRACT Reh Findings: This research aims to examine the affordances for high quality instructional support offered by the Northern Territory Preschool Science Games, alongside differences between classroom quality during the enactment of this teaching resource and the broader early childhood program. Applying a multiple-case study approach, quality was measured via classroom observations in three preschools at two points, teacher interviews on science practice were thematically analyzed and content analysis was conducted to determine the instructional support affordances of the Northern Territory Preschool Science Games. Results demonstrated that the games most frequently offer affordances for concept development interactions, in particular analysis and reasonging. Further, classroom observations revealed that instructional support quality was higher during the time teachers enacted a Northern Territory Preschool Science Game compared with the broader early childhood education program. In line with the primary affordance of the games, there was also a marked increase in concept development during these periods. Pe or Policy: These findings suggest that this science teaching resource provides a supportive structure for teachers to transform pedagogical prompts into teaching practice.

Effect on Academic Achievement and Misconceptions of Pre-service Teachers through Combining Different Teaching Methods in a Preschool Science Course

This study aimed to investigate the effects of different active teaching techniques on pre-school student teachers' concept learning and academic achievement. The study group consisted of 46 third year pre-school student teachers in a public university. Different active teaching methods were used during the single term Science Course, a compulsory course in the Preschool Programme. The treatment process took ten weeks in total (4 hours per week). The study had both qualitative and quantitative data. The quantitative data were collected using a three-tiered science concepts test, and qualitative data were collected through observation by the researcher. The alpha Cronbach values calculated for the test's reliability were 0.642 for Success-1 (S1) and 0.52 for Misconception-3 (MC3) scores. A dependent t-test was used to compare the pre and post-test scores of the pre-school student teachers. The researcher took observation notes during the in-class teaching exercises. The findings revealed that there were significant differences between the student teachers' pre and post-test scores. They understood science concepts significantly better by the end of the course. It is concluded that combining different teaching methods enhances science concept understanding among student teachers. In addition, misconceptions decreased after instruction.

A material for education process and the Teacher: the use of digital storytelling in preschool science education

ABSTRACT Background One of the technologies that can be used to enhance the education process is digital stories. Digital stories can be used for different purposes due to their benefits to the education process. When the research conducted on higher levels of education has been examined, it has been determined that the use of digital stories in science teaching has a positive effect on teaching and learning process. Yet, no study conducted to investigate the process of using digital stories in pre-school science activities has been found in the literature. Purpose Through the current study, it was aimed to investigate the pre-service teachers’ opinions and experiences about the process including the selection of the science concepts, preparation, and implementation of the digital story by focusing on the use of digital stories in pre-school science activities. Study group and Method The study was conducted on the basis of the multiple holistic case design. The study group of the current research is comprised of six pre-service teachers with differing levels of technology disposition. In the collection of the research data, observations, semi-structured interviews, and document analysis were used. In the analysis of the collected data, the data obtained from observations, interviews, and document analyses were evaluated together through content analysis. Results: The findings of the current study are presented under two main themes; the digital story as a material for education and the digital story as a means of technology for the teacher. The results are discussed in reference to the advantages of using digital stories in pre-school science activities, the dimensions that need to be improved, limitations of using digital stories, and digital literacy. Conclusion The current study has produced some data about the advantages of using digital stories in pre-school science activities, which aspects of them should be developed and which bring about limitations to their use. Another important conclusion of the current study points out the importance of incorporating technology in general and digital stories in particular into teacher training programs.

Investigation of the relationship between attention skills and science process skills in children regarding external elements

In this research, it is aimed to examine the relationship between the attention skills of children regarding auditory and visual elements and their science process skills. In addition, these skills were examined in terms of gender and socio-economic level variables. The research is designed in survey model and the study group is consisted of randomly selected 156 children aged 60-72 months attending preschool education institutions in the 2018-2019 academic year in Istanbul. Four data collection tools as Demographic Information Form, Preschool Science Process Skills Scale for 60-72 Months Old Children, Listening Test and Concentration Test for 5-Year-Old Children were used in the research. As the result of the research, it is found a positive significant relationship between the visual and auditory attention skills of the preschool children and science process skills. It was found that the science process skills and auditory attention skills of preschool children did not differ significantly with gender. However, visual attention skills differed with gender of the children and this difference was in favor of the girls. Additionally, attention skills and scientific process skills differed with socio-economic level of the children and this difference was in favor of the upper socio-economic level.

Descriptive content analysis of graduate theses in the field of pre-school science education in Turkey

The purpose of this study was to analyze graduate theses carried out in the field of pre-school science education in Turkey to reveal general tendency in this field. For this purpose, the database of Council of Higher Education (CHE) National Thesis Center was used to determine theses. As a result of the screening, a total of 86 graduate theses including 67 master's theses and 19 doctoral dissertations conducted between the years of 1994 and 2018 were included in to the study. The theses were examined through descriptive content analysis by a data collection tool called the theses classification form. The data obtained in the form were transferred to Microsoft Excel and the descriptive statistics were presented as graphs, percentage, and frequency tables. According to the results, it was found that more studies are needed in the field of pre-school science education. Based on findings, recommendations were made.

Teaching for conceptual change in preschool science: relations among teachers’ professional beliefs, knowledge, and instructional practice

ABSTRACT To effectively support early science learning in preschool, teachers need to be aware of the constructivist nature of children’s learning. This study examined a sample of Swiss preschool teachers’ beliefs about science learning and teaching and their relation to their pedagogical content knowledge (PCK) and scaffolding practices within a curriculum about floating and sinking. In Study 1, beliefs and PCK were assessed by means of questionnaires. A latent-profile analysis involving 104 preschool teachers reveals three clusters of teachers exhibiting specific belief profiles about science learning: ‘highly constructivist,’ ‘low constructivist’ and ‘hands-on’ teachers. PCK differed across clusters, while highly constructivist teachers ranked highest. To deepen our understanding of the relations among preschool teachers’ beliefs, PCK and teaching, we videotaped scaffolding practice of a subsample of 32 preschool teachers when teaching a curriculum of floating and sinking (Study 2). We found that teachers often apply scaffolding strategies to support topic-specific learning. However, scaffolding strategies aiming to stimulate higher-order thinking were rather rare. Furthermore, we found correlations between teachers’ constructivist beliefs and their scaffolding as well as between teachers’ topic-specific language and their PCK. Our findings emphasize the importance of targeting teachers’ beliefs and PCK to improve the quality of preschool science instruction.